Sharon Tindall‐Ford

1.9k total citations · 1 hit paper
39 papers, 1.1k citations indexed

About

Sharon Tindall‐Ford is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Sharon Tindall‐Ford has authored 39 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Education, 16 papers in Developmental and Educational Psychology and 15 papers in Experimental and Cognitive Psychology. Recurrent topics in Sharon Tindall‐Ford's work include Teacher Education and Leadership Studies (16 papers), Visual and Cognitive Learning Processes (14 papers) and Collaborative Teaching and Inclusion (11 papers). Sharon Tindall‐Ford is often cited by papers focused on Teacher Education and Leadership Studies (16 papers), Visual and Cognitive Learning Processes (14 papers) and Collaborative Teaching and Inclusion (11 papers). Sharon Tindall‐Ford collaborates with scholars based in Australia, Netherlands and Indonesia. Sharon Tindall‐Ford's co-authors include John Sweller, Paul Chandler, Shirley Agostinho, Fred Paas, Steven J. Howard, Graham Cooper, Michelle J. Eady, Wayne Leahy, Paul Ginns and Peter Grootenboer and has published in prestigious journals such as Computers & Education, Educational Psychology Review and Applied Cognitive Psychology.

In The Last Decade

Sharon Tindall‐Ford

36 papers receiving 988 citations

Hit Papers

align trajectories sort by overperformance

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

School middle leadership: A systematic review

2021 84 citations Sharon Tindall‐Ford et al. Educational Management Administration & Leadership profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Sharon Tindall‐Ford Australia	14	583	472	466	189	107	39	1.1k
Wayne Leahy Australia	11	648 1.1×	469 1.0×	312 0.7×	164 0.9×	94 0.9×	11	962
Renae Low Australia	14	636 1.1×	397 0.8×	373 0.8×	175 0.9×	152 1.4×	21	1.0k
Alexander Eitel Germany	21	989 1.7×	768 1.6×	473 1.0×	168 0.9×	124 1.2×	56	1.5k
Femke Kirschner Netherlands	12	482 0.8×	894 1.9×	740 1.6×	209 1.1×	196 1.8×	19	1.6k
André Tricot France	16	294 0.5×	474 1.0×	347 0.7×	148 0.8×	83 0.8×	108	1.1k
Babette Park Germany	15	715 1.2×	516 1.1×	327 0.7×	163 0.9×	262 2.4×	18	1.2k
Maik Beege Germany	22	636 1.1×	536 1.1×	482 1.0×	200 1.1×	254 2.4×	50	1.3k
Vincent Hoogerheide Netherlands	20	609 1.0×	632 1.3×	452 1.0×	190 1.0×	153 1.4×	36	1.1k
Julie Campbell United States	8	349 0.6×	347 0.7×	529 1.1×	79 0.4×	93 0.9×	9	968
Patricia D. Mautone United States	8	425 0.7×	366 0.8×	288 0.6×	182 1.0×	123 1.1×	9	841

Countries citing papers authored by Sharon Tindall‐Ford

Since Specialization

Citations

This map shows the geographic impact of Sharon Tindall‐Ford's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Sharon Tindall‐Ford with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sharon Tindall‐Ford more than expected).

Fields of papers citing papers by Sharon Tindall‐Ford

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sharon Tindall‐Ford. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Sharon Tindall‐Ford. The network helps show where Sharon Tindall‐Ford may publish in the future.

Co-authorship network of co-authors of Sharon Tindall‐Ford

This figure shows the co-authorship network connecting the top 25 collaborators of Sharon Tindall‐Ford. A scholar is included among the top collaborators of Sharon Tindall‐Ford based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Sharon Tindall‐Ford. Sharon Tindall‐Ford is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Tindall‐Ford, Sharon, et al.. (2025). Middle Leadership and Social Emotional Intelligence: A Scoping Review and Empirical Exploration. Education Sciences. 15(8). 1047–1047.

Tindall‐Ford, Sharon, Peter Grootenboer, Christine Edwards‐Groves, & Catherine Attard. (2024). Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model. Education Sciences. 14(5). 492–492. 4 indexed citations

Agostinho, Shirley, et al.. (2024). Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples. Education Sciences. 14(8). 813–813. 5 indexed citations

Nobile, John De, et al.. (2024). Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire. Educational Management Administration & Leadership. 54(1). 46–70. 6 indexed citations

Tindall‐Ford, Sharon, et al.. (2024). School middle leadership: aspirations, identification, appointment, development and advancement. International Journal of Educational Management. 39(1). 70–87. 1 indexed citations

Edwards‐Groves, Christine, Catherine Attard, Peter Grootenboer, & Sharon Tindall‐Ford. (2023). Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality. Érudit (Université de Montréal). 19(1). 5 indexed citations

Tindall‐Ford, Sharon, et al.. (2023). Capturing Movement: A Tablet App, Geometry Touch, for Recording Onscreen Finger-Based Gesture Data. IEEE Transactions on Learning Technologies. 17. 73–83. 2 indexed citations

Durksen, Tracy L., Lynn Sheridan, & Sharon Tindall‐Ford. (2021). Pre-service Science and Mathematics teachers’ reasoning: a think-aloud study. Educational Studies. 50(5). 581–596. 2 indexed citations

Tindall‐Ford, Sharon, et al.. (2020). Middle leading in Australian schools: professional standards, positions, and professional development. School Leadership and Management. 40(5). 406–424. 32 indexed citations

10.

Nielsen, Wendy, et al.. (2020). Universities and teacher professional learning in the new policy context of teacher accreditation. Asia-Pacific Journal of Teacher Education. 49(5). 533–549. 4 indexed citations

11.

Sheridan, Lynn, Tracy L. Durksen, & Sharon Tindall‐Ford. (2019). Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios. Teacher Development. 23(4). 425–446. 7 indexed citations

12.

Tindall‐Ford, Sharon, et al.. (2019). School-university partnerships in Australia: a systematic literature review. Asia-Pacific Journal of Teacher Education. 48(4). 403–435. 56 indexed citations

13.

Howard, Steven J., et al.. (2019). Cognitive Load Theory and Human Movement: Towards an Integrated Model of Working Memory. Educational Psychology Review. 31(2). 293–317. 110 indexed citations

14.

Sheridan, Lynn & Sharon Tindall‐Ford. (2018). “Fitting into the Teaching Profession”: Supervising Teachers’ Judgements During the Practicum. The Australian journal of teacher education. 43(8). 46–64. 5 indexed citations

15.

Tindall‐Ford, Sharon, et al.. (2015). Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management. Educational Technology & Society. 18(4). 89–99. 13 indexed citations

16.

Tindall‐Ford, Sharon, et al.. (2015). Using cognitive load compliant instructions to support working memory for anxious students. Research Online (University of Wollongong). 32. 1 indexed citations

17.

Agostinho, Shirley, et al.. (2013). Adaptive diagrams: Handing control over to the learner to manage split-attention online. Computers & Education. 64. 52–62. 27 indexed citations

18.

Agostinho, Shirley, et al.. (2011). Using computer-based tools to self manage cognitive load. Research Online (University of Wollongong). 2011(1). 3374–3378. 1 indexed citations

19.

Tindall‐Ford, Sharon, et al.. (2010). An Evaluation of a Web-Based ePortfolio System in an Australian Pre-service Teacher Education Program. The International Journal of Learning Annual Review. 17(4). 297–308. 2 indexed citations

20.

Tindall‐Ford, Sharon, Paul Chandler, & John Sweller. (1997). When two sensory modes are better than one.. Journal of Experimental Psychology Applied. 3(4). 257–287. 326 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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